Anthropomorphizing malware, bots, and servers with human-like images and dialogues: the emotional design effects in a multimedia learning environment

Emotional design refers to imbuing a multimedia learning environment with design attributes that promote learners’ positive affect and motivation to enhance learning. One such feature is anthropomorphism, in which human-like attributes are infused into learning elements in a multimedia learning environment. This study examines the affective, motivational, and cognitive effects of incorporating cute and funny human-like images and dialogues into learning objects depicting malware, bots, and servers in an animation conveying a lesson on how a distributed denial-of-service attack occurs. A between-subjects online experiment was conducted in which undergraduates from a large Asian university (n = 70) engaged with either the anthropomorphized or non-anthropomorphized multimedia lesson. The findings partially supported the anthropomorphism effects on learners’ affective-motivational states insofar as the anthropomorphized multimedia lesson evoked a significantly greater change of positive affect but did not differently affect intrinsic motivation and learning outcome than the non-anthropomorphized version. Concerning cognitive load, anthropomorphism led to significantly lower perceived difficulty regarding the learning topic (intrinsic load), which conforms with most emotional design findings. There was a marginal trend in which learners engaged longer with the anthropomorphized than the non-anthropomorphized multimedia lesson. This study offers insights on anthropomorphism in multimedia learning that extends to cultural factors unique to Asian learners and information technology subject domain. Theoretical and practical implications are discussed through the lens of cognitive-affective theory of learning with media, integrated cognitive affective model of learning with multimedia, and cognitive load theory. Future directions concerning anthropomorphism research in the multimedia learning context are addressed in this paper.

Analysis of the Multimedia Use of Primary Schools

Multimedia in learning could make the learning atmosphere more attractive for student attention and student interactions. The objectives of this research were: (1) describe the use of multimedia learning by elementary school teachers in Kendari City; (2) analyze the comparison of the use of multimedia learning in terms of school accreditation by the teacher at elementary school in Kendari City; (3) analyze aspects of obstacles in the use of multimedia learning for elementary school teachers in Kendari City. This research used mixed methods with a sequential exploratory strategy held at the Kendari City Elementary School. The school sample was determined using the random cluster sampling technique selecting 3 schools from 11 sub-districts. Each sub-district took 2 accredited A and non-A public schools and 1 accredited private school so that the total respondents were 66 people. Research data was collected through observation forms and interviews. The results of this research showed that: (1) multimedia learning use by primary school teachers in Kendari City was still good; (2) there was a meaningful comparison of the use of multimedia learning by elementary school teachers in Kendari City in terms of school accreditation; (3) aspects of barriers to the use of multimedia learning by primary school teachers in Kendari City include: (a) teachers 'lack competence in IT, (b) teachers' misconceptions about learning multimedia, (c) the lack of support structures and infrastructures, (d)) the lack of training on multimedia learning means, (e) the lack of involvement of the educational software used by teachers to support learning activities.

Amulab - Advanced multimedia learning laboratory

Amulab states for advanced multimedia learning laboratory. Here we explore how people learn from instructional materials that combine verbal and visual information, and we help develop such materials. Our main focus is on advanced materials in the sense of new media – animations, tutorials, interactive simulations, educational games, and so on.

Interpreting the Needs of Students and Lecturers for Guidebooks on Multimedia Learning Evaluation

This study aimed to understand the needs of students and lecturers for guidebooks on multimedia learning evaluation. This study was conducted because it had been found that some students and lecturers had difficulty in evaluating learning multimedia, and had insufficient understanding of the evaluation process, the relevance of the instruments, and the assessment indicators. This needs analysis study was conducted as the initial stage of development research. The content of the guidebook included general descriptions, evaluation plans, development of assessment instruments, product validation, and analysis of learning multimedia assessment data. The data were collected by conducting a literature review and online surveys with 35 respondents in the field of educational technology from around Yogyakarta, Central Java and surrounding areas. The data were analyzed descriptively and quantitatively. The findings indicated that 77.1% strongly needed guidebooks and as many as 40% experienced difficulties in carrying out learning multimedia evaluation as developers and/or evaluators. 80% of the respondents wanted both a printed and electronic guidebook, 14.3% only wanted an electronic book, and the rest only wanted a printed book. The results of this needs analysis can be used in the development of meaningful learning products. Keywords: needs analysis, guidebook, multimedia evaluation, learning multimedia

Interactive E-Module Development in Multimedia Learning

This study aims to develop interactive e-modules in the Multimedia Learning Course and to know the validity, practicality of the effectiveness of developing interactive e-modules in Multimedia Learning subject. This research method used Research and Development (R D), which focused on developing smartphone-based learning media, especially Android. The development model used the Alessi and Trollip development model, consisting of 3 stages: planning, design, and development. This research was conducted at Makassar State University with 45 students and one lecturer in multimedia learning. Interactive e-modules are used in multimedia learning courses to assist and facilitate lecturers in the learning process. Interactive e-modules were developed and validated by material experts and media experts, with the results of material validation obtained an average score of 4.9 (very valid) and media experts obtained an average score of 4.1 (valid) so that interactive e-modules can be tested in the field to determine the practicality and effectiveness with the results shown in the category of very practical and very effective. Based on the results found, it can be concluded that interactive e-modules are practical and effective in the learning process in multimedia learning courses at the Education Technology Study Program, Makassar State University

Efektifitas Cognitive Theory of Multimedia Learning (CTML) dalam Peningkatan Pengetahuan Tentang Dampak Kesehatan LGBT pada Remaja di Yogyakarta

ABSTRAKLesbian, Gay, Biseksual dan Transgender (LGBT) di Indonesia adalah ke-5 terbesar di dunia setelah China, India, Eropa, dan Amerika. Menurut Kemenkes, sejak tahun 2005 sampai September 2015 terdapat kasus HIV sebanyak 184.929. Salah satu upaya untuk menurunkan angka penyakit menular seksual adalah dengan meningkatkan pengetahuan remaja sehingga merubah pola pikir dan tindakan. Peningkatan pengetahuan dapat dilakukan dengan menggunakan media Cognitive Theory of Multimedia Learning (CTML) yang merupakan perpaduan teks, gambar, grafik, sound, animasi, video dan lain-lain. Tujuan Penelitian mengetahui efektivitas Cognitive Theory of Multimedia Learning dalam peningkatan pengetahuan remaja SMA tentang dampak kesehatan LGBT di Kabupaten Bantul. Jenis penelitian ini quasy eksperiment dengan one group pretest and posttest design. Sampel dalam penelitian ini adalah 315 siswa SMA di Kabupaten Bantul yang dirandomisasi dengan teknik pengundian (Loterry Technique). Instrumen penelitian menggunakan kuesioner dan media pembelajaran CTML. Hasil mean pada pretest yaitu 16, dan mean posttest yaitu 23, Uji Analisis data menggunakan Z test. Hasil Uji analisis dengan nilai Z -10,344 dengan p value sebesar 0,000. Oleh karena p < nilai α 0,05 (0,000 < 0,05) maka disimpulkan terdapat perbedaan bermakna antara pengetahuan pretest dengan pengetahuan posttest. Kesimpulan Cognitive Theory of Multimedia Learning Efektif dalam peningkatan pengetahuan remaja SMA tentang dampak kesehatan LGBT. Kata Kunci: Cognitive Theory of Multimedia Learning; pengetahuan; LGBT remaja ABSTRACTLesbian, Gay, Bisexual and Transgender (LGBT) in Indonesia is the 5th largest in the world after China, India, Europe, and America. According to the Ministry of Health, from 2005 to September 2015 there were 184,929 cases of HIV. The efforts to reduce the rate of sexually transmitted diseases is to increase knowledge to change the mindset and actions. Knowledge improvement can be done by using Cognitive Theory of Multimedia Learning which is a combination of text, images, graphics, sound, animation, video and others. This study was aimed to know the effectiveness of Cognitive Theory of Multimedia Learning in improving the knowledge of high school students about the health impacts of LGBT in Bantul District. This type of research was quasy experimental research with one group pretest and posttest design. The samples in this study were 315 high school students in Bantul District who were domesticated with loterry technique. Research instruments used CTML questionnaires and learning media. Test Data analysis used Z test. The mean result on the pretest is 16, and the mean posttest is 23. The results analysis test with a value of Z -10,344 with a p value of 0.000. Since p < a value of α 0.05 (0.000 < 0.05) it is concluded that there is a meaningful difference between pretest knowledge and posttest knowledge. Conclusion Cognitive Theory of Multimedia Learning Effective in improving the knowledge of high school adolescents about the health impacts of LGBT. Keywords: Cognitive Theory of Multimedia Learning; knowledge; LGBT; adolescent

Pengembangan Media Pembelajaran Multimedia Interaktif Menggunakan Microsoft PowerPoint pada Materi Peluang Kelas XII

<p class="06IsiAbstrak">Penelitian ini bertujuan untuk mengetahui kelayakan media pembelajaran multimedia interaktif menggunakan <em>Microsoft PowerPoint</em> pada materi peluang kelas XII. Jenis penelitian ini adalah penelitian <em>research and development</em>. Langkah pengembangan penelitian ini mengacu pada model Borg and Gall. Penelitian dan pengembangan ini mengacu pada model pengembangan Borg dan Gall, yang menggunakan 10 tahap. Namun, dalam penelitian ini peneliti menyederhanakan menjadi 7 tahap. Penelitian ini merupakan penelitian dalam skala kecil yang terhalang oleh keterbatasan biaya, waktu, dan kesamaan tahap. Berdasarkan hasil penelitian, maka dapat disimpulkan bahwa media pembelajaran multimedia interaktif menggunakan <em>Microsoft PowerPoint</em> materi peluang dikembangkan telah layak digunakan dalam pembelajaran. Kelayakan ini didasarkan pada uji kelayakan ahli materi yang mendapatkan skor 38,5 artinya memiliki kategori sangat layak. Uji kelayakan ahli media yang mendapatkan skor 81,5 memiliki kategori sangat layak. Uji kelayakan dari pengguna pada uji coba awal yang mendapatkan skor 66,4 memiliki kategori sangat layak. Uji kelayakan pada uji lapangan produk utama yang mendapatkan skor 69 memiliki kategori sangat layak. Temuan ini menjadikan media pembelajaran ini dapat dijadikan alternatif media pembelajaran matematika oleh guru maupun siswa.</p><p class="06IsiAbstrak"> </p><p class="07KatakunciKeywords">This study aims to determine the feasibility of interactive multimedia learning media using Microsoft PowerPoint in class XII opportunity material. This type of research is research and development research. This research development step refers to the Borg and Gall model. This research and development refer to the Borg and Gall development model, which uses 10 stages. However, in this study the researcher simplified it into 7 stages. This research is research on a small scale which is hindered by the limitations of cost, time, and the similarity of stages. Based on the results of the study, it can be concluded that interactive multimedia learning media using Microsoft PowerPoint material opportunities developed has been feasible to use in learning. This feasibility is based on a material expert's feasibility test who gets a score of 38.5 which means it has a very decent category. The feasibility test of media experts who get a score of 81.5 has a very decent category. The feasibility test of users in the initial trial who got a score of 66.4 has a very decent category. The feasibility test on the main product field test which gets a score of 69 has a very feasible category. These findings make this learning media can be used as an alternative media for learning mathematics by teachers and students.</p>

PELATIHAN PEMBUATAN MEDIA PEMBELAJARAN MULTIMEDIA MENGGUNAKAN APLIKASI LECTORA INSPIRE YANG DIINTEGRASIKAN DENGAN CAMTASIA STUDIO BAGI GURU SD DI PESISIR TELUK TOMINI

ABSTRAKPelatihan Pembuatan Media Pembelajaran Multimedia Menggunakan Aplikasi Lectora Inspire Yang Diintegrasikan dengan Camtasia Studio bagi Guru SD Di Pesisir Teluk Tomini. Kegiatan pengabdian masyarakat dilaksanakan di Kecamatan Kabila Bone dengan sasaran adalah Guru Sekolah Dasar. Kegiatan ini bertujuan memberikan pelatih guru-guru untuk membuat media pembelajaran multimedia menggunakan aplikasi Lectora Inspire yang dintegrasikan dengan Camtasia Studio. Metode yang digunakan adalah pengenalan aplikasi dan pelatihan menggunakan aplikasi Lectora Inspire untuk membuat video pembelajaran. Video pembelajaran yang dihasilkan menggunakan gambar, suara, video dan animasi yang dikemas menjadi materi pelajaran yang interaktif. Hasil dari kegiatan ini adalah dari video ini bisa diunggah di media sosial seperti Youtube, Instagram, dan Facebook sehingga mudah untuk dimanfaatkan oleh murid. Kata kunci: lectora inspire; camtasia studio; multimedia; kabila bone. ABSTRACTTraining on Making Multimedia Learning Media Using the Lectora Inspire Application Integrated with Camtasia Studio for Elementary School Teachers in the Coast of Tomini Bay. Community service activities are carried out in Kabila Bone District with the target of being elementary school teachers. This activity aims to provide teacher trainers to create multimedia learning media using the Lectora Inspire application which is integrated with Camtasia Studio. The method used is application introduction and training using the Lectora Inspire application to make learning videos. The resulting learning videos use images, sounds, videos and animations that are packaged into interactive subject matter. The result of this activity is that this video can be uploaded on social media such as Youtube, Instagram, and Facebook so that it is easy for students to use Keywords: lectora inspire; camtasia studio; multimedia; kabila bone.

The Effect of Cue Labeling in Multimedia Learning: Evidence From Eye Tracking

Cue labels are useful during multimedia learning. According to spatial contiguity principle, people learn more when related words and pictures are displayed spatially near one another. Well-arranged labels of multimedia material can greatly facilitate learning. This study used eye tracking to examine the joint influence of label size (large vs. small) and color (included vs. not) on multimedia learning. The results revealed that larger labels led to better retention test performance and a higher AOI glance count, but no cueing effect was found for color. Cues have a certain attention-leading function that promotes the learner remembering the content. These findings suggest that salient labels that provide explanatory information can guide learners’ attention and facilitate learning, though a combination of label size and color salience did not demonstrate a superior cueing effect.

Refuting student teachers’ misconceptions about multimedia learning

Prior research indicates that student teachers frequently have misconceptions about multimedia learning. Our experiment with N = 96 student teachers revealed that, in contrast to standard texts, refutation texts are effective to address misconceptions about multimedia learning. However, there seems to be no added benefit of making “concessions” to student teachers’ prior beliefs (i.e., two-sided argumentation) in refutation texts. Moreover, refutation texts did not promote the selection of appropriate multimedia material. This study suggests that refutation texts addressing multimedia-learning misconceptions should be applied in teacher education. Yet, further support seems needed to aid the application of the corrected knowledge.